The document provides information about tasks in language teaching. It defines tasks as activities that require students to use language to achieve an outcome or solve a problem. This contrasts with a focus on language structures alone. Effective tasks have real-world relevance, create contexts for language use, and allow teachers to observe student communication. A task-based approach makes tasks central to the learning process rather than merely exercises.

3. Compare and contrast
• Dictations
• Open the brackets
• Learn the vocabulary
• Write 10 irregular verbs
• Correct the grammar
mistakes
• Summarize the text
• Use the new vocabulary
to learn a Thank You
letter to your best friend
• Role play with one of your
colleagues: buy a plane
ticket and book a vacation
hotel in Disneyland
• Take the test and tell us
your personality type
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4. Compare and contrast
• Play the Jeopardy game
• Read the slides from a
power point
• Describe your favorite
singer or actor
• Write a summary of
your favorite movie
• Sing your favorite song
in English
• Create your own
Jeopardy game
• Improve the
PowerPoint
• Imagine you are a
famous singer or actor:
talk about yourself
• Imagine you are a film
director – change the
story in your favorite
movie 4

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What is a task?

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TASK (1): a piece of work that must be done,
especially one that is difficult or that must be
done regularly.
TASK (2): to give someone the responsibility for
doing something.
(Longman English Dictionary)

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Design a new brand and logo for Ionel

8. A task is any activity that learners engage
in to process of learning a language.
(Williams and Burden, 1997:168)
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9. Work in team with 3 other students and
create a newsletter for your school / class
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10. A task is a range of learning activities from the
simple and brief exercises to more complex and
lengthy activities such as group problem-solving or
simulations and decision-making.
(Breen, 1987:23)
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11. Design your school / class UNIMEDIA portal using a blog platform
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12. An activity which required learners to arrive
at an outcome from given information through
some process of thought and which allowed
teachers to control and regulate that process was
regarded as a task.
(Prabhu , 1987:24)
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14. What is Task Based Language
Teaching?
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15. Task Based Language Teaching (TBLT) is an
approach which offers students opportunities to
actively engage in communication in order to
achieve a goal or complete a task. TBLT seeks to
develop students’ interlanguage through providing
a task and then using language to solve it.
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17. It was first developed by N. Prabhu in
Bangladore, Southern India. Prabhu believed
that students may learn more effectively when
their minds are focused on the task, rather than
on the language they are using.
(Prabhu, 1987; as cited in Littlewood, 2004)
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18. TBLT makes the performance of meaningful
tasks central to the learning process.
Instead of a language structure or function to be
learnt, students are presented with a task they have to
perform or a problem they have to solve.
(Harmer, J. The practice of English Language Teaching, 2007:71)
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20. TBLT constitutes a strong version of Communicative
Language Teaching.
(Skehan, 2003b)
Teacher’s dominant authority turns into teacher’s guiding
in TBLT; because, teacher centered learning (PPP) becomes
learner centered.
It can be seen as both a refinement of Communicative
Language Teaching (CLT) and a reaction to the use of PPP.
(Ellis, 2003: ix)
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Why do we use a task-based
approach in working with Access
students ?

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• Tasks can be easily related to students’ real-life
language needs.
• They create contexts that facilitate second language
acquisition.
• Tasks create opportunities for focusing on form.
• Students are more likely to develop intrinsic
motivation in a task-based approach.
• A task-based approach enables teachers to see if
students are developing the ability to communicate
in an L2.

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25. APPROACH DESIGN PROCEDURE CONCLUSION
1. Jigsaw Tasks
2. Information-gap Tasks
3. Problem-solving Tasks
4. Decision-making Tasks
5. Opinion exchange Tasks
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APPROACH DESIGN PROCEDURE CONCLUSION
-Books
-Newspaper
-Magazine
-Radio programs
-CDs
-TV
-Internet
-Board
-Worksheets

27. APPROACH DESIGN PROCEDURE CONCLUSION
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28. APPROACH DESIGN PROCEDURE CONCLUSION
• Use materials such as
picture/text/song etc. to lead into
the topic.
• Brainstorming, comparing ideas,
sharing experiences.
• Provide elicit vocabulary.
• Provide a model, exploit role-play.
• Do a similar task
• Allow the students time to plan.
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29. APPROACH DESIGN PROCEDURE CONCLUSION
• Pair work and small group work
versus the whole class.
• Introduce a surprise element.
• Set a time for completing the task.
• Vary the number of participants.
• Tell students they will have to
present a report to the whole class.
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30. APPROACH DESIGN PROCEDURE CONCLUSION
• Students give a report.
• Repeat the task (e.g. students switch groups)
• Consciousness-raising activities.
• Students listen to a recording or watch a clip
of fluent speakers doing the same task, and
compare their tasks with theirs.
• Teacher gives feedback and evaluates the
success of the task.
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31. Pre-task
Introduction to topic and task: Teacher explores the topic with the class,
highlights useful words and phrases, helps students understand task
instructions and prepare.
Task Cycle
Task: Students do the task, in pairs or small groups. Teacher monitors.
Planning: Students prepare to report to the whole class( orally or in writing)
how they did the task, what they decided or discovered.
Report: Some groups present their reports to the class, or exchange written
reports and compare results. (Students receive feedback on their level of
success on completing the task).
Language
Focus
Analysis: Students examine and discuss specific features of the text or
transcript of the recording.
Practice: Teacher conducts practice or new words, phrases and patterns
occurring in the data, either during or after the analysis. (Willis 1996: 38)
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32. Work with three other students.
You are on a ship that is sinking. You
have to swim to a nearby island. You
have a waterproof container, but can
only carry 20 kilos of items in it. Decide
which of the following items you will
take. (Remember, you can’t take more
than 20 kilos with you.)
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33. • Waterproof sheets of fabric (3 kilos each.)
• Notebook computer (3.5 kilos)
• Rope (6 kilos).
• Fire lighting kits (500 grams each)
• Portable CD player and CDs (4 kilos.)
• Short-wave radio (12 kilos)
• Medical kit (2 kilos.)
• Bottles of water (1.5 kilos each)
• Packets of sugar, flour, rice, powdered
milk, coffee, tea. (Each packet weighs 500
grams)
• Cans of food (500 grams each)
• Box of novels and magazines (3 kilos)
• Axe (8 kilos)
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